Maths at Trewirgie Infants’ School
Our children’s mathematical journey begins in the Early years and continues throughout the school to the end of Key Stage 1 in year 2.
It is our intent for children to leave our school ready for the next stage of their education with rapid recall of their number facts and times tables, (declarative knowledge) We positively enourage and support all children to have a deep knowledge and understanding of their component knowldge in place value, the four operations (Addition, Subtraction, Multiplication and Division) as well as measures, geometry and statistics.
Our children’s mathematical journey begins in the Early years and continues throughout the school to the end of Key Stage 1 in year 2.
It is our intent for children to leave our school ready for the next stage of their education with rapid recall of their number facts and times tables, (declarative knowledge) We positively enourage and support all children to have a deep knowledge and understanding of their component knowldge in place value, the four operations (Addition, Subtraction, Multiplication and Division) as well as measures, geometry and statistics.
Our Maths curriculum at Trewirgie follows the National Curriculum and has been developed to enable all children to develop secure mathematical foundations in order to become confident, articulate and fluent mathematicians.
Structured, progressive and engaging lessons enable children to learn and deepen their understanding of mathematical concepts through a range of intertwined experiences that promote fluency, reasoning and problem-solving to develop ‘Mastery’. As a 'Sustaining school we are part of a local maths hub that is part of the National Centre for Excellence in Mathematics (NCTEM). Our lessons follow the key principles of the 'Big 5 ideas'. We use White Rose maths as starting point for our small-step progression.
Each component of our the curriculum is broken down into small steps that are represented in our Knowledge Organisers for each area. White Rose Maths is used as a basis for our planning to form our 'Trewirgie Way' of delivery with clear end points each week. Short-term planning for each class is adapted on a weekly basis to enable all children to access learning and make progress.
Maths across Key Stage 1 is implemented using the 'Teaching for Mastery' approach. More details can be found below by clicking on the links to the National Centre for Teaching Excellence in Mathematics. (NCTEM). As a school we work closely with our local Maths Hub and the National Team to offer staff training and improve outcomes for our children.
The Big 5 ideas of 'Teaching for Mastery' taken from the NCTEM.
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Debbie Morgan (NCTEM) explaining mastery in more detail.
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Parental Engagement:
We actively engage with and encourage parents to support their child at home with their Maths learning. At our start of the Year meetings in each Year group we share how we are teaching maths in school and through regular updates via Class Dojo show we represent maths using concrete resources and pictorial representations.
We actively engage with and encourage parents to support their child at home with their Maths learning. At our start of the Year meetings in each Year group we share how we are teaching maths in school and through regular updates via Class Dojo show we represent maths using concrete resources and pictorial representations.
Maths in the Early Years at Trewirgie Infants
From the beginning of their Early Years journey the children are encouraged to develop their skills of noticing (spotting similarities and differences in objects and groups of objects) and subitising (being able to see and recognise numbers of things without counting) through adult led opportunities and their learning environments. Maths is woven through their daily school life and given a real life context. Following training and advice from Karen Wilding, an international maths consultant, staff have developed an understanding of how children learn and how this relates to developing early number sense.
Our long term plan focuses on the six key concepts proposed by the NCETM. Small steps are built upon from nursery to reception, considering the progression of skills from the NCETM. We use the 'Mastering Number' scheme to develop a deep understanding of the composition of number 4 days per week. Key concepts are rarely taught in isolation and are revisited regularly through our continuous provision in each class. Our 5th day of teaching each week is used to focus on 'Counting Collections' and Number formation. Our aim is for all children to start their journey in maths with confidence and automaticity - from being able to subitise to forming their numbers correctly.
Declarative Knowledge and facts:
At Trewirgie we use a range of different approaches to help children achieve automaticity in learning their number facts., times tables and subitising of number. This allows children to recall automatically so that they can solve more complex problems without cognitive overload.
At Trewirgie we use a range of different approaches to help children achieve automaticity in learning their number facts., times tables and subitising of number. This allows children to recall automatically so that they can solve more complex problems without cognitive overload.
In Reception, our Mastering Number, Counting Collections and Karen Wilding approach promotes the use of subitising so children do not have to count smaller numbers.
In Year 1, we focus on developing our rapid recall of bonds to 10, Through Mastering Number and our work in lessons we focus on counting forwards and backwards in ones, two's fives and tens.
In Year 2 we focus all children having rapid recall of these facts and applying them to bonds to 20. We also develop pupils quick recall of mulitplicaiton and division facts for the 2,5, and 10 tiems table.
Links to Useful Maths Websites and pages: